Music has a remarkable way of connecting us, and for children who are Gestalt language processors, its power is even more profound. In today’s blog, we explore how music can unlock new pathways for language development in young children, especially those on the autism spectrum. Drawing from the expertise of Victoria Matkowski, a seasoned pediatric speech-language pathologist, we’ll discover how tapping into natural rhythms and melodies can transform the way children communicate. Whether you’ve noticed how much autistic kids gravitate toward music or you’re curious about using music to foster language growth, this post will provide insights and inspiration. Let’s dive in!
Meet Tor
Tara: I am so thrilled to have our next guest Tor Matkowski. Can you tell us a little bit about yourself?
Tor: My full name is Victoria Matkowski, but everyone calls me Tor—it’s been my lifelong nickname. I’ve been a pediatric SLP for 13 years, originally from just outside Philadelphia, and now based in San Diego for the past 11 years. I did grad school in Washington, D.C., and worked there before focusing most of my career on private practice. I primarily see kids in clinics but also work with families at home and through virtual coaching. Recently, I started a YouTube channel dedicated to supporting Gestalt language processors.
Tara: That’s why I’m so excited to talk to you! We’ve been hearing more about Gestalt language processing, and many of us—whether in the classroom or as parents—notice how much kids are drawn to music. Singing often just clicks with them. As we learn more about GLPs, the connection with music feels so important. Can you give us a brief overview of what Gestalt language processing is?
What is Gestalt Language Processing?
Tor: I’ll try to keep it brief, though that’s not my strong suit! There are two types of language processing. The more well-known one is analytic language processing, where children start with single words, learning them as units of meaning and eventually combining them to form phrases and sentences.
The lesser-known type is Gestalt language processing, which is common in many autistic children. Instead of single words, these children use chunks of language, or “gestalts,” which are intonationally defined and often tied to an emotion or experience. A gestalt can be anything from a word or phrase to a song lyric or dialogue from a show. Initially, children repeat these chunks as they heard them, often with the same intonation, to communicate. This is also known as delayed echolalia or scripting.
Examples of Gestalt Language Processing
For example, a child who loves Mickey Mouse Clubhouse might say, “Oh, toodles!” when they need help, just as the characters do in the show. Another common example is a child saying, “Are you okay?” after falling down, not as a question but as a way to express that they’re hurt and need comfort. These chunks hold meaning for the child, not because of the individual words, but because of the melody or intonation tied to the emotion or situation.
Over time, Gestalt language processors move from using these fixed chunks to creating more flexible, self-generated language. Marge Blanc’s Natural Language Acquisition (NLA) framework outlines six stages these children progress through. Some may get stuck in the earlier stages and need support to move forward. Using the NLA stages as a guide can help us effectively support these kids as they develop their language skills.
Tara: I love those examples—they're so relatable! Many people will think, “Oh yeah, I’ve had a student who said, ‘Are you okay?’” I’ve seen it so often myself. Someone unfamiliar with echolalia or Gestalt language processing might misunderstand and think the child is asking a question, not realizing it’s their way of expressing, “I’m hurt” or self-soothing.
Thank you for sharing those examples and breaking down Gestalt language processing in such an accessible way!
YouTube Videos For Gestalt Language Processors
If you don’t know Tor yet, she creates YouTube videos specifically for Gestalt language processors. Tor, can you share how that started? What inspired you?
Tor: A few years ago, I became passionate about Gestalt language development and neurodiversity-affirming practices. As I applied what I learned, I saw how transformative it was for my clients. Then one night, I had this idea: since so many GLPs pick up language from YouTube videos and shows, why not create videos specifically for them?
The goal was to make Miss Rachel-style content for GLPs, focusing on modeling language and regulation strategies. I also realized the videos could help parents and other adults by showing them how to model language in action, making it easier to understand and apply than just being told what to do. Essentially, my channel is video modeling designed to support both kids and the adults working with them.
Using Video Modeling to Model Language
Tara: Great point! I love video modeling in various settings, but I hadn’t considered using it specifically to model language in a way that works best for GLPs. For example, many GLPs experience pronoun reversals, like saying “Are you okay?” to mean “I’m hurt” because that’s what they’ve heard from others. To help, we often recommend modeling language from the child’s perspective—saying “I’m hurt” when they’re upset instead of asking, “Are you okay?” so is that one of the ways you're using language from the child's perspective?
Tor: I focused on common scenarios families and kids experience—daily routines, playtime, or places like the grocery store or park—and thought about what language would be helpful in those contexts. Since I’m on screen alone, I avoid using pronouns like “you” or “your” unnecessarily.
I also don’t ask questions to elicit responses, as some shows do. When I model questions, it’s intentional, like “Where did it go?” or “What’s this?” Occasionally, I’ll say, “Did you see that?” after something exciting, as it’s a natural use of the pronoun “you” that makes sense for kids to pick up.
Engaging Routines and Play: How Video Modeling Helps Kids Thrive
Tara: I love your approach, using routines that help parents at home or in the community. You mentioned the park—what other topics have you covered in your videos?
Tor: I’ve done videos on routines like bedtime, bath time, snack time, and getting a drink of water. Other topics include going to the park, getting a haircut, potty time, and even seasonal ones like Halloween. I’ve also made videos modeling play with bubbles, blocks, and Play-Doh—activities many kids enjoy. Parents have shared that their kids often grab the same items, like Play-Doh or bubbles, and follow along while watching, which is great feedback!
In the classroom, I’ve noticed that kids often imitate what they see in video modeling more than what I model. I think it’s because videos offer predictability—every time they watch, the activity is the same. This consistency helps engage kids who prefer routines, unlike when I might change things up in person, making the video more appealing and easier to follow.
Why Gestalt Language Processors Connect With Music
Tara: Why do GLPs connect so strongly with music? Could you explain a bit more?
Tor: GLPs are intonation-sensitive, which makes music especially engaging for them. They naturally tune into melodies and intonation patterns, often displaying skills like perfect pitch. Music resonates because it captures attention and aids learning, which is why music therapy is so effective. In my videos, I've created songs using familiar nursery rhymes, changing the lyrics to include practical language like “I'm hungry” or “Can you help me?” These songs offer powerful, relatable language models and help kids navigate emotions and situations.
Tara: I love that! A kindergarten teacher once called it a “piggyback song,” where you use a familiar tune and change the lyrics. It’s genius because kids already know the tunes, and changing the lyrics makes them even more engaging.
Tor: I wanted to make it easy for adults too, since many are familiar with these tunes. I wasn't sure where to start with writing a song, so I figured using nursery rhymes was a simple solution. It also shows parents they don’t need to be musical to create their own songs tailored to their kids’ needs.
Tips For Using Videos To Support Gestalt Language Processors
Tara: Do you have any additional tips for parents or teachers on using videos or songs to support Gestalt language processors?
Tor: I always recommend co-watching videos when possible. My channel is for both GLPs and the adults supporting them. Co-watching helps adults model language during routines or activities and ensures they can better understand and support the child if they pick up a gestalt from the video, even if it’s not perfectly intelligible.
Connect With Victoria
Tor offers a free resource library at playtimewithtor.co, including strategy handouts, a strategy survey, a song reference sheet, and a resource list for Gestalt Language Processing. There’s also a song guide coming soon with lyrics and templates for creating your own versions. You can find Tor on Instagram and YouTube at Playtime with Tor and on her website, playtimewithtor.co.
Teachers and parents can use these resources in everyday activities and classrooms, with some even incorporating Tor's videos into lesson plans.
Listen to the Podcast: Episode 98
Watch the Video:
Read related blogs:
Gestalt Language Processing With Katja Piscitelli, SLP
Gestalt Language Processing With Nicole Casey
If you use visual supports in your classroom or home, you are going to want to sign up for this free Visual Supports Starter Set ASAP! Click here to have one sent to your inbox. Also, be sure to read more about visual supports and how they can help autistic children here.
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